The EFA 2000 Assessment: To know more about the EFA movement
     
   
       Namibia
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  National Coordinator:

 
Name: Dr. Robert C. West
Ministry of Basic Education and Culture
Address: Private Bag 13186
Windhoek
Phone: (264-61) 293 3341
Fax: (264-61) 293 3932
E-mail: rwest@emis.mec.gov.na



Education for All:
The Year 2000 Assessment
Republic of Namibia
National EFA Coordinator: Dr. Robert C. West
Directorate of Planning and Development
Ministry of Basic Education and Culture
Private Bag 13186 / Windhoek/ Namibia
Telephone (264-61) 293 3341 / Fax (264-61) 293 3932 /
E-mail
< rwest@emis.mec.gov.na


Contents

Part I: Descriptive Sections

Brief Description of the Review Process in Namibia

1. Introduction

2. EFA Goals and Targets

2.1 Early Childhood Care and Development

2.2 Access to and Completion of Primary Education

Educationally Marginalized Children (EMC)

Children with Disabilities

2.3 Improvement in Learning Achievement

2.4 Reduction of the Adult Illiteracy Rate

2.5 Expansion of Basic Education and Training in other Essential Skills

2.6 Increased Acquisition by Individuals and Families of the Knowledge, Skills and Values required for Better Living

3. EFA Strategy and Plan of Action

3.1 Early Childhood Care and Development

3.2 Access to and Completion of Primary Education

3.3 Improvement in Learning Achievement.

3.4 Reduction of the Adult Illiteracy Rate

3.5 Expansion of Basic Education and Training in other Essential Skills

3.6 Increased Acquisition by Individuals and Families of the Knowledge, Skills and Values required for Better Living

4. EFA Decision-making and Management

4.1 Early Childhood Care and Development

4.2 Access to and Completion of Primary Education

4.3 Improvement in learning achievement.

4.4 Reduction of the Adult Illiteracy Rate

4.5 Expansion of Basic Education and Training in other Essential Skills

4.6 Increased Acquisition by Individuals and Families of the Knowledge, Skills and Values required for Better Living

5. Cooperation in Education for All

5.1 Early Childhood Care and Development

5.2 Access to and Completion of Primary Education

5.3 Improvement in Learning Achievement

5.4 Reduction of the Adult Illiteracy Rate

5.5 Expansion of Basic Education and Training in other Essential Skills

5.6 Increased Acquisition by Individuals and Families of the Knowledge, Skills and Values required for Better Living

6.  Investment in EFA since 1990

6.1 Early Childhood Care and Development

6.2 Access to and Completion of Primary Education

6.3 Improvement in Learning Achievement

6.4 Reduction of the Adult Illiteracy Rate

6.5 Expansion of Education and Training in other Essential Skills

6.6 Increased Acquisition by Individuals and Families of the Knowledge, Skills and Values required for Better Living

Part II Analytic sections.

7. Evaluation of Education Indicators

7.1 Early Childhood Care and Development

Indicator 1 Gross enrolment in early childhood development programmes, including public, private, and community programmes, expressed as a percentage of the official age-group concerned, if any, otherwise the age-group 3-5.

Indicator 2 Percentage of new entrants to primary grade 1 who have attended some form of organized early childhood development programme.

7.2 Primary Education

Indicator 3 Apparent (gross) intake rate: new entrants in primary grade 1 as a percentage of the population of official entry age.

Indicator 4 Net intake rate: new entrants to primary grade 1 who are of the official primary school-entrance age as a percentage of the corresponding population.

Indicator 5 Gross enrolment rate. (GER)

Indicator 6 Net enrolment rate. (NER)

Indicator 7 Public current expenditure in primary education (a) as a percentage of GNP and (b) as a percentage of GNP per capita.

Indicator 8 Public expenditure on primary education as a percentage of total public expenditure on education.

Indicator 9 Percentage of primary school teachers having the required academic qualifications.

Indicator 10 Percentage of primary school teachers who are certified to teach according to national standards.

Indicator 11Pupil:teacher ratio. (PTR)

Indicator 12Repetition rates by grade.

Indicator 13 Survival rate to grade 5 (percentage of a pupil cohort actually reaching grade 5).

Indicator 14 Coefficient of efficiency (ideal number of pupil years needed for a pupil cohort to complete the primary cycle, expressed as a percentage of the actual number of pupil years).

7.3 Learning Achievement and Outcomes

Indicator 15 Percentage of pupils having reached at least grade 4 of primary schooling who master a set of nationally defined basic learning competencies.

Indicator 16Literacy rate of 15-24 year olds.

7.4 Adult Literacy

Indicator 17 Adult literacy rate: percentage of the population aged 15+ that is literate.

Indicator 18 Literacy Gender Parity Index: ratio of female to male literacy rates.

8. Effectiveness of the EFA Strategy, Plan and Programmes

9. Main Problems Encountered and Anticipated

10.  Public Awareness, Political Will and National Capacities

11. General Assessment of the Progress

Part III: Prospects

12. Policy Directions for the Future

12.1 Early Childhood Care and Development

12.2 Access to and Completion of Primary Education

12.3 Improvement in Learning Achievement

12.4 Reduction of the Adult Illiteracy Rate

12.5 Expansion of Basic Education and Training in other Essential Skills

12.6 Increased Acquisition by Individuals and Families of the Knowledge, Skills and Values Required for Better Living

13 Conclusion

Acronyms

Bibliography